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Individual characteristics and children's learning in large-group and small-group approaches.

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References

1965CHILDREN'S BELIEFS IN THEIR OWN CONTROL OF REINFORCEMENTS IN INTEUECTUAL-ACADEMIC ACHIEVEMENT SITUATIONS943 cited
1973Learning through Tutoring119 cited

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2006Grouping for Instruction in Mathematics: A Call for Programmatic Research on Small-Group Processes97 cited
1995Effects of concept and vee mappings under three learning modes on students' cognitive achievement in ecology and genetics79 cited
1999Effects of Peer-Assisted Learning Strategies in Reading with and without Training in Elaborated Help Giving78 cited
1991Cooperative learning and group contingencies76 cited
1985Oral Interaction in Cooperative Learning Groups: Speaking, Listening, and the Nature of Statements Made by High-, Medium-, and Low-Achieving Students71 cited
1983Group Interaction and Achievement in Small Groups: Stability Over Time70 cited
1997Children's cooperative behavior and interactions in trained and untrained work groups in regular classrooms62 cited
1985The Effects of Cooperative Mastery Learning Strategies on Mathematics Achievement61 cited
1984Stability of small group interaction and achievement over time.58 cited
1986The influence of preferred learning styles on cooperative learning in science57 cited
1985Verbal interaction and learning in peer‐directed groups57 cited
1988

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An Analysis of the Processes Influencing the Structured Dyadic Learning Environment

55 cited

1996The Relation Between Student Ability and the Quality and Effectiveness of Explanations46 cited

1985Small-Group Learning and Teaching in Mathematics44 cited

1986Cooperative Learning and Students' Attitudes to Laboratory Work43 cited

1995Effects of Feedback on Student Behavior in Cooperative Learning Groups in a Grade 7 Math Class40 cited